The NTNU quality assurance system focuses on continuous improvement of educational courses and programmes. It is, furthermore, presupposed to conduct a more comprehensive evaluation of the learning objectives, programme structure and academic profile of the educational programmes every 5 - 6 years. The MSc in Engineering is undergoing such a comprehensive evaluation in 2007-2008. The objective of the evaluation is to further develop our MSc in Engineering Education with high international quality and relevance to the needs of working life.

Rector Torbjørn Digernes has conferred upon the Executive Committee for the Engineering Education (FUS) to serve as the steering committee for the evaluation:

• Bjørn Torger Stokke (Chair, Dean of Engineering Education)

• Olav Fagerlid (Vice-Dean Faculty of Social Sciences and Technology Management)

• Anne Borg (Vice-Dean Faculty of Natural Sciences and Technology)

• Svein Remseth (Vice-Dean Faculty of Engineering Science and Technology)

• Kristian Seip (Vice-Dean Faculty of Information Technology, Mathematics and Electrical Engineering)

• Øyvind Aass, Student representative

• Edina Christin Ringdal, Student representative

• Åge Søsveen (Secretariat, Senior Adviser, Student and Academic Division)

When designing the evaluation process, the involvement of academic staff and students as well as the management of each programme of study has been emphasized to foster

ownership of the results of the evaluation and accept future changes. The internal evaluation process started in February 2007 when four thematic groups were appointed to assess generic issues, notably the programme structure, the non-technology content in the programme, international benchmarking and recruitment of students. Their reports were presented at a seminar 20-21 March 2007 and discussed with the heads of the engineering programmes. At the seminar the objectives and key issues of the internal and external evaluation were also discussed and identified.

There are currently 16 MSc in Engineering Programmes at NTNU, and each of them

conducted their own self-evaluation from May through November 2007 based on a common mandate issued by FUS. The perception of key issues and potential for improvement varies between the programmes, and FUS has therefore emphasized that the self-evaluations should be seen as a tool to make improvements in each individual programme of study.

In December 2007, Rector formally appointed an international review team with a mandate to deliver their assessment and recommendations by September 2008. The external evaluation will be based on this self-evaluation report and key documents as well as interviews with

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FUS when the committee is to develop and present a plan for the further development of the engineering education to the NTNU Board in the autumn 2008.

FUS has followed the internal evaluation process closely, determined the general structure and content of the overall self-evaluation report. This report includes reports on each individual MSc in Engineering Programme (volume II) and an overall report (volume I) where the main issues in the evaluation are identified based on the four thematic reports mentioned above and the reports of the individual engineering programmes. The report also provides some background information to enable the review team to better understand the engineering education at NTNU and the context in which it operates. Key documents have been translated to English and made available to the review team in the Annex to the self- evaluation report. We specifically point at the reports from the Curriculum Development Committee (VK1 and VK2) which have largely determined the current structure of the NTNU engineering education programmes (1993) and their non-technology components (2003).

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1. Engineering Education at NTNU

1.1 Background – from NTH to NTNU

The engineering education and research at the Norwegian University of Science and

Technology (NTNU) has its roots in the tradition of the Norwegian Institute of Technology (NTH). The institute was established in 1910 and located in Trondheim to serve national needs, - at the same time operating on an international arena.

The engineering education at NTH-NTNU has from the start and still is maintained as one education. The programmes of study have evolved according to the needs of the society and the international developments in science and engineering. Over the years, the executive committee for the engineering education has, with support from the professors and

departments/faculties, coordinated and maintained a common programme structure for the engineering education. The students have a common base in natural sciences offered by the department responsible for the discipline. The programme structure has been flexible enough to allow new programmes to merge and new specializations to develop.

From the outset, NTH offered architecture, mining, construction, electro-technical subjects, chemistry and mechanical engineering. The programmes could not be too narrow in scope, but had to give a good basis for whatever challenge the new engineers were to take on in Norwegian society. The students and researchers from NTH played key roles in the development of the marine industry and the new industries based on the expanding hydro- electric power supply.

In the post-war period, the engineering education and research activity expanded rapidly to foster industrial development and growth. New industrial opportunities emerged and NTH- NTNU have been able to adapt rapidly to furnish industry with candidates and expertise in petroleum technology (1970s) and ICT (1980s) to take just two examples. A new programme of study in nanotechnology is currently implemented.

In the 1990s increased emphasis was placed on quality assurance. NTH was a pioneer in Norway by introducing systematic student evaluations and pedagogical requirements for academic positions. The students have since been active members of the committees in charge of the programmes of study and the overall coordination of the engineering education. The Curriculum Development Committee (VK) specifically tried to follow-up the advice of students and industry in their proposal for a revised structure in the engineering education.

There has always been an element of non-technology subjects in the engineering education and in the 1990s a new programme in industrial economics and technology management was introduced. In the mid-1990s, the Curriculum Development Committee (VK) recommended to expand the educational programme from 4 ½ years to a 5 year MSc programme to

strengthen the non-technology component, make it possible to introduce technology earlier in the programme and open up for more specialization in the latter part of the programme. The new programme structure was implemented after NTH became part of NTNU in 1996.

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NTNU 2020 – internationally outstanding

NTNU is a fully integrated university¹ with a broad academic scope covering most classical university disciplines albeit with a main focus on technology and the natural sciences. Of the 20 000 students at NTNU, 32 % are registered students in technology. The broad academic scope of NTNU offers new opportunities for interdisciplinary research and education. Wider access to non-technology competence in the engineering education from within the university is one of the advantages of the NTNU structure.

Even though some university colleges in Norway have obtained university status² and may offer graduate engineering education, NTNU maintains its nationally leading position educating almost 80 % of the MSc engineers in Norway.

The strong position of NTNU in research can largely be attributed to the close collaboration between NTNU and SINTEF.³ The two institutions are the dominant technology institutions in Norway, enjoying also a high reputation internationally in many research areas. The two institutions work closely in many research areas to the benefit of industry and international research partners. By joining forces, it is has been possible to develop internationally advanced laboratories which otherwise would not have been possible for the individual institution. Many SINTEF researchers hold adjunct positions at NTNU and are a valuable additional teaching resource in the engineering education.

Research and higher education are global activities that can be characterized by increased competition for human and material resources. In the NTNU strategy “NTNU 2020 – Internationally Outstanding” (see Annex I), it is therefore emphasized that NTNU has to be continuously engaged in measures to enhance the quality of all activities. Our vision is that by 2020 NTNU is to be internationally recognized among the leading technological and scientific universities in Europe. The evaluation of the engineering education is to contribute to this vision.

1.2 Key figures – Faculties with Natural Sciences and Technology Engineering students and candidates

There is fierce competition nationally for the graduates from upper secondary school with a natural science background. However, NTNU is for most engineering students the number one choice and is able to attract rather good students. In engineering, there are 9-12 applicants per student place. Most students complete their education on time - largely attributed to a

1 The Norwegian University of Science and Technology (NTNU) was established in 1996 replacing the weak umbrella organization, the University of Trondheim (1968). The Norwegian Institute ofTechnology (1910), the College of Arts and Science (1922), the Faculty of Medicine (1975), the Music Conservatory (1968), Trondheim Academy of Fine Art (1979) and the Museum of Natural History and Archaeology (1767) were merged into a fully integrated new university structure.

2 Norwegian University of Life Sciences (2005), University of Stavanger (2005) and University of Agder (2007).

3 SINTEF was established by NTH in 1950 to handle applied research activities. The foundation soon grew to become one of Europe’s largest independent research institutes with about 1700 employees today and operations all over the world. The collaboration includes strategic cooperation between the institutions as well as joint applications for larger R&D projects with national and international funding. In many areas the two institutions are closely interlinked in terms of personnel, infrastructure and research activities. Both institutions also aim to stimulate innovation and industrial development.

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well-structured programme and the possibility to repeat the final course examination before the next semester. Drop-out rates, however, have increased in later years as will be seen from the self-evaluation.

NTNU is one of the larger engineering education institutions in Europe with 1400 new

students admitted and nearly 1200 MSc graduates in 2006. The students are admitted to the 16 programmes of study which are administrated by:

• Faculty of Information Technology, Mathematics and Electrical Engineering (IME)

• Faculty of Engineering Science and Technology (IVT)

• Faculty of Natural Sciences and Technology (NT)

• Faculty of Social Sciences and Technology Management (SVT), Department of Industrial Economics and Technology Management (IØT).

Table 1: Engineering students and candidates at the NTNU Faculties with natural sciences and engineering. Source: DBH 2006

IME IVT NT IØT Technology NTNU

Registered stud. 1888 2696 1072 597 6253 19777 60 ECTS prod. 1334 1746 659 444 4182 13389 Applicants 3596 7478 2433 1495 15002 58361 Admitted stud. 376 688 243 123 1430 5702 MSc candidates 504 418 116 136 1174 2962

PhD candidates 37 52 38 3 130 244

Composition of academic staff

The engineering education has a very intensive teaching and learning programme compared with classical university studies with 20 hours a week of scheduled lectures and exercises.

This is demanding for the academic staff responsible for the quality of the programmes of study. The professors give lectures and have the overall responsibility, while research fellows and assistant lecturers take care of most of the exercises. The number of professors per student at the faculties with natural sciences and engineering varies between 14 and 19 students per professor.

Table 2: Composition of academic staff at the NTNU Faculties with natural sciences and engineering (number of man years in selected positions). Source: DBH 2006

IME IVT NT IØT Main profile NTNU

Professors 101 127 101 10 339 551

Associate Professors 60 46 41 25 172 409

Reg.stud/Professor⁴ 19 16 14 17 16 20

Adjunct Professors 4 11 7 2 24 47

Research Fellows 184 164 205 21 574 894

Operating income and expenses

NTNU obtains its basic funding for research, education and third stream activities from the Ministry of Education and Research. Part of the public funding is incentive-based related to candidate production and research output (doctoral candidates, scientific publications and

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external funding from the EU and the Research Council of Norway). NTNU has chosen to use a similar model internally for the budget distribution between the faculties. Education is considered a public responsibility. External funding is primarily related to research activities.

External funding represents 23 % at IME, 33 % at IVT and 36 % at NT of the operating income at these faculties.

Most faculties perceive that they have a very limited freedom of manoeuvre. Labour costs make up 60-70 % of the total operating expenses.

Table 3: Operating income and expenses of the NTNU Faculties with natural science and engineering. Source: DBH 2006

IME IVT NT IØT Main profile NTNU

Ministry of Education and

Research, other Ministries 335 521 357 227 356 083 48 593 1 097 424 2 687 844 External funding 101 241 179 592 202 102 18 358 501 293 917 438 Other income 2 082 13 579 8 571 0 24232 156 797 Operating income 438 844 550 398 566 756 66 951 1 555 998 3 762 079 Wage costs 311 891 324 885 335 654 41 844 1 014 274 2 272 963 Investments 9 977 6 635 36 973 977 54 562 292 041 Other operating expenses 106 416 203 532 219 416 20 386 549 750 1 312 139 Operating expenses 428 284 535 052 592 043 63 207 1 555 379 3 877 143

1.3 MSc Engineering Education at NTNU 1.3.1 Learning outcomes

The VK2 Committee formulated the overall learning outcomes for the MSc Degree in Engineering as:

The education is to provide students with:

Knowledge

• Sound scientific basic knowledge that will provide a platform for the understanding and application of engineering methods, adaptive versatility to innovation,

development of scientific and technological knowledge and changing economic and environmental conditions and priorities

• Broad scientific knowledge in engineering

• Research-based specialization in specific areas Skills

• Training in defining, analysing and modelling complex engineering challenges

• Training in creating a synthesis of comprehensive solutions that may involve several technological and non-technological subjects

• Training in creative work and innovative activities

• Training in assessing calculations and results

• Training in teamwork and communication

• Training in leadership and the motivation of colleagues

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Attitudes

• Stimulation towards being innovative and creating economic and environmental viable activities

• Entrepreneurial ability that can translate research results into commercial opportunities

• Ethical values and basic attitudes that enhance the understanding of engineering knowledge and activities as an influential and integral part of a comprehensive social and environmental fabric

1.3.2 Programme structure

The current principles for the engineering education at NTNU are described in the referred document Engineering Education in the 21^st Century (1993, Annex II). The principles were built on the experience from the previous 80 years of engineering education at NTH and a broad questionnaire survey in 1993 and 2003. This was sent to engineers, industrial

companies and the public sector in Norway and was a benchmarking to acknowledged higher engineering educations in Europe and in the US. The main change which was recommended by the Curriculum Committee (1993) was an increase in the duration of study from 4.5 to 5 years. The main argument for the expansion was the need for:

- more and new “non-technological” subjects in the curriculum (non-tech courses), - standardization of size of the courses (7.5 ECTS or a multiple of 7.5 ECTS), and - a curriculum structure based on the “fade in – fade out” principle; This means that the

load of mathematics, basic science and (generic) engineering courses, that dominates the first 2-3 years of the 5 year curriculum, is gradually faded out, and so opens more space for the core engineering courses in the individual engineering programmes.

Figure 1: The basic structure of the engineering education at NTNU

Sem 7.5 ECTS 7.5 ECTS 7.5 ECTS 7.5 ECTS

10 MASTER’S THESIS (20 weeks)

9 NON-TECH 4 (Elective)

SPECIALIZATION (project + complementary courses) 8 Interdisciplinary

Teamwork (course)

ENG –other programmes

ENG Elective course

(Bas/Eng/Non-tech) 7 TECHBAS 5 NON-TECH 3

(Perspective course)

ENG ENG

6 MATHNAT 4 ENG ENG ENG

5 STATISTICS NON-TECH 2 ENG ^ENG

4 MATH 4 MATHNAT 3 TECHBAS 4 ENG

1 MATH 1 NON-TECH 1:

Ex.phil

TECHBAS 1:

ICT basis course

ENG Ex.fac

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Currently, the overall structure of the curriculum consists of mathematics and statistics (totally 37.5 ECTS), natural science courses (totally 30 ECTS), engineering science courses (30 – 45 ECTS), non-tech courses (totally ECTS), and the Interdisciplinary Teamwork course (7.5 ECTS). The fifth and final year consists of one of the non-tech courses, a project work (15 ECTS), one course that is related to the project work, and the more independent MSc thesis (30 ECTS). These topics are organized in a way that the more generic topics included in certain groups of the courses are taught early in the programmes thus making a foundation for several of the other courses. This is illustrated in Figure 1.

All engineering programmes start with a common portfolio of basic introductory courses in mathematics, physics, computer science, a course in Philosophy of Science and Ethics and basic engineering subjects depending on the specific engineering programme. When the students have established a sufficient basis in these subjects, new, more advanced courses in engineering, natural science are faded in together with 3 more courses in “non-technical subjects”.

In the 8^th semester, called the multidisciplinary semester, students have to select an

engineering course from other engineering programmes (ENG-other programmes) and start on their engineering specialization (“main engineering profile”) by selecting two courses from a limited list of courses, engineering and/or an elective BAS/ ENG/ NONTECH course. In this semester the students are also required to take part in a project course called

Interdisciplinary Teamwork (EiT) where together with master’s students from other programme of study at NTNU they are expected to work as a team to contribute constructively and creatively in mastering a multidisciplinary challenge.

In the 9^th semester the students are to do their main specialization: the in-depth project, combined with one or two complementary courses to give a broader scientific basis for the research in preparation for the project work, all together 22.5 credits (3/4 of a semester). In the 10^th semester the students are to do their research-based master’s thesis work, 30 credits (one semester), within their area of specialization.

1.3.3 Portfolio of programmes of study

The degree Master of Science in Engineering at NTNU is an integrated 5-year master’s programme currently within 16 different areas of technology. The various programmes of study address societal competence requirements in sectors as indicated by their names (e.g.

Civil and Environmental Engineering), or generic technological competences needed in many sectors (e.g. Industrial Economics). In addition to enrolment from upper secondary school to the programmes of 5 years nominal duration, most programmes also recruit some students to corresponding 2-year MSc programmes, which are similar to the 2 last years of the 5 year programmes, based on a completed Bachelor of Engineering. In 2007, 1500 students were enrolled in the regular MSc Engineering programmes at NTNU (see Table 4).

NTNU has in recent years also established a portfolio of international 2-year MSc in Engineering programmes (see Table 5). The programmes (with the exception of three older programmes) are in principle build on the same structure as the last 2 years in the ordinary 5-year programmes of study, but the courses are taught in English, and are in general focused within a more narrow and specific research areas.

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The Executive Committee for the Engineering Education (FUS) has established procedures to avoid parallel teaching in closely related topics within the international MSc programmes and those for the MSc Engineering degree.

Table 4: Programmes of study in engineering and number of admitted students 2007

Name of programmes of study, 5 year Faculty Students/

year (07)

Master of Science in Applied Physics and Mathematics NT 115

Master of Science in Chemical Engineering and Biotechnology NT 95

Master of Science in Materials Science and Engineering NT 30

Master of Science in Nanotechnology IME 30

Master of Science in Communication Technology IME 50

Master of Science in Computer Science IME 110

Master of Science in Electronics IME 90

Master of Science in Energy and Environmental Engineering IME 120

Master of Science in Engineering Cybernetics IME 110

Master of Science in Civil and Environmental Engineering IVT 210 Master of Science in Earth Sciences and Petroleum Engineering* IVT 105

Master of Science in Engineering and ICT IVT 50

Master of Science in Marine Technology IVT 100

Master of Science in Product Design Engineering IVT 25

Master of Science in Product Design and Manufacturing IVT 140 Master of Science in Industrial Economics and Techn. Management SVT/IØT 120

Total number of students admitted per year (2007) 1500

* Divided in two programmes from 2008/2009

Table 5: International MSc programmes in engineering at NTNU

Name of international programmes of study, 2 year Faculty Students/

year (07)

MSc in Light Metals Production NT 5

MSc in Medical Technology NT 2

MSc in Information Systems IME 4

MSc in Electric Power Engineering IME 18

Master's Programme in Security and Mobile Computing (Joint degree) IME 17 Master of Science in Coastal and Marine Civil Engineering IVT 2 Master's Programme in Coastal and Marine Engineering and

Management (Erasmus Mundus)

IVT 18

MSc in Petroleum Engineering IVT 16

MSc in Petroleum Geosciences IVT 8

MSc in Geotechnics and Geohazards IVT 8

MSc in Hydropower Development IVT 10

MSc in Industrial Ecology IVT 9

MSc in Marine Technology IVT 8

MSc in Reliability, Availability, Maintainability and Safety IVT 3

Master of Science in Project Management IVT 7

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1.4 Quality assurance system at NTNU

In accordance with the Bologna process, and as an important part of the implementation of the Quality Reform in Higher Education in Norway 2003 (Quality Reform 2003), all Norwegian higher education institutions have to implement a quality assurance system for their

educational programmes. The Norwegian national system is based on audits, where the

Norwegian Quality Assurance Agency (NOKUT) is responsible for the accreditation of higher education institutions and their programmes and courses. It also evaluates the internal quality assurance schemes at these institutions to see if they fulfil their stated criteria. This approach gives the institutions freedom to define quality assurance processes that encompass the educations offered, and that provide feedback needed to enhance quality as defined by the institution.

At NTNU the principles for quality assurance system state that the primary objective of the quality assurance is not control, but improvement, (see the document on the principles for quality assurance at NTNU, dated November 2003, Annex III). The system defines processes to be performed as part of the quality improvement process, with clearly stated responsibilities for the different roles involved, ranging from the students to the Rector, Figure 2.

Figure 2: Different roles in the Quality Assurance Support System at NTNU

As the process of enhancing quality requires a functional feedback loop, every time a programme of study is completed or a course is taught, it is regarded as an independent project with four phases: Planning, implementation, assessment of the achievement of objectives and quality, and improvement/ adjustment, Figure 3.

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Figure 3: Education regarded as a project with feedback loops. The main entry point to KVASS. Source: http://www.ntnu.no/studies/educationquality2

The NTNU quality support system (KVASS) is built upon these principles and activities. In the graphical interface at the webpage, all processes are represented graphically in flowcharts indicating the role responsible for each activity. For each activity the system provides

suggestions, examples, checklists, templates, links to regulations and support units, as well as especially developed applications. Applications include a tool for developing student surveys with a set of predefined questions and responses to choose from, a tool for generating relevant statistics for evaluating the quality of courses and a tool for tracking the execution of core quality improvement activities in each course, see Figure 4.

Figure 4: Annual cycle: Scheduling of important duties during the year

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1.4.1 Learning methods and examination systems

Within the Master of Science in Engineering at NTNU, there is emphasis on learning methods, examination in and the evaluation of each course. There are given separate

regulations for the assessment of courses (see Annex IV “Assessment regulations and the use of examiners in MSc engineering education at NTNU”). The Curriculum Development Committee gave much attention to learning methods in their first report (VK1:1993). The Quality Reform 2003 gives further attention to learning methods as well as forms of assessment, for that purpose to enhance learning quality, including stronger focus on the learning process and a closer follow-up of the student. As a consequence of the Quality Reform and the intention to have a closer follow-up of the student’s learning process, the Norwegian University Act was revised and now gives the teacher the opportunity to carry out examinations in each individual course during the whole semester without using external examiners.

Throughout the whole history of engineering education at NTH/NTNU there has been given considerable focus on applied engineering, with different methods of problem/project-based learning (PBL), broad use of mandatory calculation and laboratory exercises, combined with projects based on relevant cases from industry. NTH/NTNU, often in close collaboration with SINTEF, and with substantial support from industry, has build up several modern, well- equipped laboratories which are widely used in research as well as in teaching. Within each course of nominal workload 7.5 ECTS, there are typically 2 – 4 hours lessons per week (14 weeks per semester), 2 – 4 hours calculation exercises, laboratory work or project work, and with time for self-studies in-between. Exercises and self-studies are often based on teamwork with teams of typically 4 – 6 students. In some courses the students are to give oral

presentations as a part of the exercises or examination. 1 ECTS corresponds to 30 hours of total work.

Depending on the nature of the subject and the judgment of the teachers, different forms of assessment are used in evaluating the students' learning outcome. Typical forms of assessment are: assessment based on only a written project work; only a final examination (written or oral), portfolio assessment or combinations of midterm examination(s) and a final

examination where each grading are weighted, all-together 100 %. The grading Passed/Not passed is used in a few courses. More details regarding form of assessment and the use of examiners are described in the “Assessment regulations and the use of examiners in MSc engineering education at NTNU” (Annex IV).

1.4.2 Grading System at NTNU - a short description

As a part of the Quality Reform in Norway, a six-letter A-F grading system was introduced.

In this system, A is the highest, and E is lowest passing grade. Grade F is a fail. In addition to the qualitative description in the regulations at NTNU, more specific description of the various grades within the MSc in Engineering at NTNU is given in the guidelines for this degree. Details of the practical application of the letter-based grading system in Norway are additionally provided by the Ministry. According to this, it is expected that the national distributions of the grades of large population are so close to the European ECTS standard, that a separate translation to ECTS grades is not needed.

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1.4.3 Student advisory service

A well-functioning student advisory service is an important motivating factor as well as preventive effort to help student’s well-being and for achieving good results in their studies.

During the last two years, a project has been established to define roles, responsibilities and qualifications for student advisers. There are student advisers at the faculties for each

programme of study. At NTNU-level the Student and Academic Division has special advisers giving assistance concerning recruiting of students, general study and welfare questions, international exchange issues and guidance for students with disabilities and special needs. On average there is one adviser (not all full-time) per 100 students.

1.4.4 Government incentives to stimulate credit production

The student financing system from Norwegian State Educational Loan Fund (“Lånekassen”) is an important factor influencing learning quality. The student gets a part of the loan

converted to a scholarship according to how many credits they achieve per semester. On the other hand, the Government assigns a great part of the university’s budget according to the production of credits by its students.

Generally speaking all Norwegian higher education institutions are not allowed to charge a tuition fee from their students, but the students have to pay for books and other individual learning equipment used in the studies.

1.5 Organization and Management

We refer to the mandate for the Executive Committee for Engineering Education at NTNU (FUS) (Annex V) and the Executive Committee for Education at NTNU (Education

Committee) (Annex V). FUS is an inter-faculty executive committee with the mandate to:

- oversee, develop and execute common solutions for the MSc in Engineering Education at NTNU and

- promote proposals on the principle structure and curriculum to the Education Committee (which in fundamental and overall questions functions as the board of FUS).

FUS meets 8 to 10 times per semester, and is managed by the Dean of Engineering Education who chairs the meetings and has delegations from FUS to make decisions regarding some current tasks. Besides the Dean of Engineering Education, FUS consists of the current Vice- Deans for education from the four Faculties having master’s programmes in engineering, and two student representatives. The secretary is organized in the staff of the Director of the Student and Academic Division, who reports to the Pro-Rector for Education and Quality of Learning.

The Dean represents engineering education at NTNU on behalf of the Rector, and is a representative in the Education Committee (without formal right to vote). The Dean also is one of NTNU’s four members of The National Committee for Technological Education (NRT), which is one of the strategic units of The Norwegian Association of Higher Education

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Institutions (UHR).⁵ The Dean of Engineering Education at NTNU is the current elected chair of the National Committee for Technological Education.

Every programme of study has a Programme Council, appointed by the Dean at the Faculty which is administratively responsible for the programme (decided by the NTNU Board). The Programme Council consists of representatives from the academic staff/Department which gives substantial teaching to the programme, students, external representatives from industry and a programme secretary at the Faculty. The Programme Council is responsible for the annual:

- reception of the new students,

- planning, implementation and evaluation of the teaching of the programme and - review and suggestion of revisions in the programme of study (incl. implementation of

the results of the self-evaluation undertaken in 2007).

There are guidelines for the Programme Councils giving more specific descriptions of the tasks for the committee.

Some of the programmes also have an “Industry Ring” with representatives from industry to:

- give support to the programme of study on recruitment of students, as well as - make professional recommendations to the content of the programme of study.

1.5.1 Student democracy and student welfare

The students play a constructive role in the various committees and councils at NTNU.

There are in general two student representatives on each committee or council, as well as on the University Board. The student democracy is in general considered to be a very important contribution to the student’s well-being and the attractiveness of NTNU as a well-functioning institution of higher education.

The Student Parliament of NTNU is the highest governing body of the student democracy at the university. 25 students are elected for one year and represent all students at the university.

These students are independent from the Student Councils. The Student Councils at the Faculties are run by representatives elected by the different engineering programmes. On each level, from the class to Faculty, there are two student representatives. The Student Council is led by two student representatives. In matters which are important for all engineering

programmes, NTNU has its own Student Council for Engineering.

The Student Welfare Organization (SiT) provides many services to the students such as health services, student housing and child care. On campus SiT has bookstores and restaurants. The welfare organization also operates sports centres on the two main NTNU campuses. All the students have to be members of SiT to be enrolled as students at NTNU (regulated by Norwegian legislation). Many of the positions in the Board of the Student Welfare Organization and representative committees are held by students.

5The Norwegian Association of Higher Education Institutions (UHR) is a cooperative body for the universities and university colleges in Norway. It facilitates cooperation and coordination among Norwegian HEI and advocates shared positions on central issues concerning highereducation and research policy towards the Norwegian government, parliament and society in general.

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1.5.2 Student social life

Trondheim is known for its rich student life owing to a multitude of activities organized by the students themselves. The NTNU sports association has 8000 members and offers a wide range of sports or activities.

Trondheim is also known for the student festival UKA. It has been organized by the engineering students since 1917. Today students from all parts of NTNU are engaged. The student revue is the main attraction, supplemented with numerous concerts and parties for current students, alumni and local residents. The festival is the main source of income for the maintenance of the Students’ Association building (Studentersamfundet), which is a landmark in Trondheim. The Students’ Association is run by students on a voluntary basis, involving thousands of volunteers for the student festivals UKA and the “newcomer” ISFiT (the International Student Festival).

Engineering education in Trondheim is, furthermore, known for the student fraternities

(Linjeforeninger). They play an important role during the introductory weeks, but also arrange all sorts of social and professional activities during the entire academic year.

Trondheim is truly a student town. During the academic year one in five citizens in Trondheim is a student. The city and the university cooperate to develop Trondheim as an attractive student town and facilitate contact between students and regional working life.

The entrepreneurial talent of the engineering students is an asset which is highly valued by prospective employers. The students themselves are actively seeking contact organizing business fairs and industry visits. NTNU operates an on campus incubator for students who want to start their own business and the student organization START NTNU promotes innovation and entrepreneurship among their fellow students.

2. Presentation of main issues in the evaluation

2.1 Relevance of the Engineering Programme to the needs of the society

The societal relevance of the MSc Engineering Programme can be viewed from three different angles:

1. Does the degree have a portfolio of programmes of study and specializations where the content and quality satisfy the need for society in the future as we see it now?

2. Does the degree prepare the students for an uncertain future that is inherently difficult to foresee when it comes to new knowledge, changing economic ramifications and opportunities for engineering activities, where there are new societal and political priorities concerning viable economic and environmental development?

3. What should be the guiding principles for determining the number of MSc engineers graduating from NTNU from the different programmes of study?

Due to the complexity of the market situation NTNU has unfortunately not been able to

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engineers. This survey asked different questions related to the relevance of different topics in the MSc Engineering degree at NTH/NTNU (VK2 Appendix 2, questions 9-18).⁶ The

respondents also gave information on their current employment, function and role in their organization (VK2 Appendix 2, questions 1-8). But although these data give a fairly comprehensive picture on employment and the professional careers of MSc engineers in Norwegian society, it is a static snapshot with limited bearing for curriculum planning where societal relevance usually should be high on the agenda.

The departments at NTNU that are involved in planning and teaching the different

programmes of study have extensive industrial contacts, and external representatives from industry and the public sector are often involved in discussions and evaluations of a

programme of study. Most of the programme councils have external members. In addition, the portfolio of research activities reflects external financing and industrial demand. These

external relations will to a certain degree help to keep the development of teaching and research on track with the needs and priorities of society as far as we see the future needs now.

However, it is more important how the MSc Engineering degree prepares the students for changing future needs and ramifications of engineering possibilities and challenges, - changes that are difficult to perceive today with reasonable precision. These concerns were part of the Curriculum Development Committee’s (VK1 in 1993) discussion and recommendation for reforming the curriculum of the MSc Engineering degree.

VK1 opted for a curriculum structure that was intended to secure educational flexibility by building the engineering specialization in different programmes of study on a fundament of mathematics, basic science, information technology and (generic) engineering topics. This way of thinking was confirmed by the Curriculum Committee in 2003 (VK2) which

completed a more specific analysis and recommendations concerning the role, structure and content of “non-technological” topics in the MSc Engineering degree.

The curriculum structure recommended by VK1 has the following characteristics:

• A five-year integrated study with heavy emphasis on mathematics, basic science and information technology and basic (generic) engineering topics in the 2 -3 first years of study.

• A widening string of engineering courses specific for individual programmes of study and starting in the first semester

• A string of 4 “non-technological” courses including a course in Philosophy of Science and Ethics

• The two last years of the study are dedicated to specialization but also includes a semester that opens for courses from other programmes of study and a mandatory team-building course (Interdisciplinary Teamwork).

The VK1 Committee’s intensions for giving strong priorities to mathematics and basic science in the first years of study were to build robust flexibility for changing future needs into the curriculum as follows:

6 VK2 Appendix 2 is in Annex II to this report. The VK2 report is available in English translation, while the questions and the results of the survey are in Norwegian only.

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• Give the engineering students a broad and versatile analytical platform for different tasks and challenges in their future role as MSc engineers and likewise give them a robust platform for lifelong learning

• Give the students within the specific programmes of study a platform for specializing in a wide variety of topics at the end of their study depending on their interests and what they find relevant when they complete the MSc Engineering degree. This will to a certain degree give the student the possibility to decide on his/her direction of specialization relatively late in their study and enhance his/her competence profile to the perceived needs of society.

• Give a robust platform for the individual programme of study to gradually change the content and portfolio of specialization and even introduce new programmes without changing the basic template of courses in the 2 to 3 first years of the MSc

Engineering degree.

The answers given in the VK2 survey may be interpreted as a strong confirmation of the importance of a sound platform of mathematics and basic science in the MSc Engineering degree. But of course, the VK1 Committee’s recommendations have built several

compromises in when trying to strike a balance between competing aims. These conflicting choices are still with us. Besides, the (3+2) model of the Bologna process has added new challenges for a 5-year integrated MSc in Engineering – especially if the 3 first years of study are going to be a well rounded-off Bachelor in Engineering.

The main dilemmas inherent in the VK1 curriculum structure can be summarized as follows:

• How does the curriculum structure in the MSc Engineering degree at NTNU compare to well-regarded MSc degrees in Engineering at other universities in Europe when it comes to enhancing the possibility for fulfilling the core learning outcomes stated in Section 1.3.1?

• The content, composition and priority given to “non-technological” courses and Interdisciplinary Teamwork course have been a persistent topic of debate since the introduction of the VK1 curriculum structure. These important questions are far from resolved yet.

• The quality of the learning outcomes reached in the individual programmes of study are dependent on how far the learning activities in the programme can take advantage of the common foundation of mathematics and basic science in the MSc Engineering degree. Is this implicit intension in the VK1 curriculum structure realized?

• The VK1 curriculum structure implies that the students at the beginning of the MSc Engineering degree experience what many of them perceive as heavy theoretical teaching without grasping the use of it before they get to the third year of study. This represents a challenge for the motivation of the students for the first two or three years. To what degree does this represent a challenge to the coherence of the VK1 curriculum structure?

• The first years of the study set a threshold that is difficult to pass unless the students recruited are from among the best qualified candidates from upper secondary school.

This sets narrow limits for how many students that can be recruited to the different programmes in MSc Engineering degree today. The output of MSc engineers from NTNU is in foreseeable future not limited by the demand in society, but by the

Table of Contents

List of tables and figures

List of terms

Preface

1. Engineering Education at NTNU

2. Presentation of main issues in the evaluation